Finally, the participants were asked to share their insight into how their students welcome activities with the aim of discussing global, local and intercultural issues. They mostly reported on everchanging attitudes (G, L, U, Zs), or in Lehel’s words: “it depends on their mood, the alignment of the planets, what happened in their favourite series, if there is a Maths test coming up, whether they had a P.E. lesson…” (T/FG-HS1-L-20). They mostly agreed that the topic itself is not the most important factor forming their attitudes and the success of the lesson is influenced by factors outside of their classroom. Nevertheless, they suggested that the topicality of the issue can contribute to a more welcoming reception from the students’ part (J, L). The participants of the second focus group session also discussed students’ attitudes towards topics they frequently encounter. As Johanna saw it, when it comes to topics such as climate change, her students seem to have an overload and if she brings them in, they become hostile and annoyed: “even if I bring in the most creative materials – like the ones you gave us – they will be like: Come on, no! It seems like they have had enough of it” (T/FG-HS2-J-17). Izabella saw it differently and asserted that such “up-to-date materials, like videos and songs can breathe some life into these topics discussed way too many times” (T/FG-HS2-I-18). Finally, Hédi and Glória both added that much depends on the group itself, if the group members are generally motivated to learn English and are open, they have an easier task to engage them with such complex and often recurring topics as well. As can be seen from the above, it is difficult to predict the students’ attitudes towards lessons revolving around global content, however, considering their interests and the topicality of the issues may help teachers cater to their students’ needs.